Activities for enjoyment and learning

Transcription

1 Activities for enjoyment and learning Teaching the game Before beginning it is important to work out what the child must learn in order to play badminton. For what the child must learn will determine the sort of teaching that goes on. To say of any person that he can play badminton pre-supposes two things. 1. That the player has acquired the skills of the game, i.e., he has attained a certain amount of competence in hitting the shuttle. 2. That the player has acquired games skill, i.e., he can apply the skills of the game when required in the game. He can do the right thing at the right time. The skills of the game are the various strokes in the game, i.e., the smash, clear, dropshot etc. Games skill is simply the ability to play the game well and so outwit the opponent to win the game. Very often players do one at the expense of the other. They either spend too much time on the strokes and so become too stroke conscious, and lose sight of the point of the game which is to play an opponent; or they become too game conscious and do not develop beyond a certain stage because of inadequate strokes. Ideally a balance must be achieved between these two aspects. For that reason each lesson will contain work on the skills of the game and some time spent on playing the game. There is a further danger that if a child is taught specific techniques of hitting too soon he becomes stereotyped in his movements. The good player will adapt the skills of the game to his individual style of moving. There is no one way of executing a particular stroke. Each individual player finds his own particular style. 'The first set of lessons are specifically designed to enable such development to occur. Once the child has attained a certain amount of com-petence, attention to the technical aspects of hitting can be emphasised. So initially the idea is that the parent will establish the situation and present problems in which the children will explore the numerous possibilities there are of hitting the shuttle. In solving set problems, the child will gain a feeling for the control of the racket, an appreciation of the varying flight of the shuttlecock, and an understanding of the factors involved in the movements required to hit the shuttlecock over the net into the opposite court. The parent establishes the situation and presents the problem. The child explores, discovers and learns for himself. The numerical order of the following lessons simply indicate a logical progression in the sorts of things a player will learn. It is not expected that the child moves onto a new lesson each session. Several sessions may be spent on one lesson before moving onto the next lesson. In fact the lessons are so designed that it is quite useful to return to a previous lesson to practise some aspect of the game. 18

2 The lessons The lessons are designed to introduce and develop the various aspects of badminton. It is assumed that a player who possesses a knowledge of badminton should be able to use the appropriate language to talk about the game. For example it is not sufficient to recognise that a player is hitting the shuttlecock. A player should be able to disting-uish one type of stroke from another. To do this pre-supposes the ability to use the correct words to describe the movements. For example when the shuttle is hit from a point high above the head on the forehand side of the racket face and sent on an upward pathway to the far end of the opposite court, the stroke is called an overhead forehand clear. A shuttle hit from the same position and sent on a fast downward pathway with lots of force behind it is known as the overhead forehand smash, or simply the smash. A grasp of the appropriate language is also essential to talk about tactics and strategy, positional play, attacking and defensive formations in the badminton context. The language of badminton is not difficult to learn. The lessons are intended to help the child to learn the language as well as to perform the appropriate movements. Each lesson has one or several specific aims. The aim specifies what your child should learn during the lesson. Each lesson usually contains four sections. 1. An idea to explore: this involves the development of certain strokes. 2. A practice for the strokes: how to perfect the strokes and what things to look for in the strokes. 3. A conditioned game: 'This is a game with a few special rules. The conditions set out ensure that the idea and the strokes to be developed are actually used in the game. 4. A game: This is a normal game in which the player has a free choice of how he plays within the established rules of the game. Each lesson contains a number of tasks and a comment on each task. The comment provides instructions or an explanation of the task for the parent. Each task involves the parent aiming the shuttle to some part of the court so that the child is placed in a particular situation. The sorts of situations the child experiences will determine what sort of learning goes on. However no mention is made about where the parent should stand in his own court. Usually this is in the middle of the court. This omission is deliberate because the position of the parent in the court will vary according to; (a) the ability of the parent. (b) the ability of the child. (c) the nature of the task. It is difficult to lay down any specific rules about this. The best advice is to use commonsense and judgement and move to a position on the court that you think is necessary to accomplish the task. 19

3 Finally the scope of these lessons allows for more players than the parent and one child. Because the child has to work on an idea, it is possible to teach any number of children at the same time. Each lesson will work for one parent and several children. If there are two or four children the parent can give the lesson and teach from the side of the court. If there are one or three children the parent will join in to make up the pair. The balance of lesson depends on what sort of work is being done and is up to the choice of the players and the time available. I suggest that the time should be divided equally between learning different aspects of the game and playing games. During the lessons reference will be made to areas of the court. These are described below. Lesson 1 Aims. - to introduce badminton. - to acquire competence in hitting the shuttlecock. - to become familiar with the flight of the shuttlecock. - to gain control of the racket. - to play a rally. - to play a game. The lesson 1. Both stand in the middle of opposite halves of the court. 2. Task. Hold the shuttle between your thumb and first finger by the feathers or the base (see plates 1 and 2). Hit the shuttle upwards to your child and try to play a continuous rally. Comment. The word rally is used to describe a situation when the players hit the shuttle continuously across the net to each other. A rally ends when one player is unable to return the shuttle to the opposite court for some reason. Should the rally break down, one player picks up the shuttlecock and hits it upwards over the net to the other player. The rules state that the shuttle should be hit from below waist level and with the racket head pointing down-wards below the level of the hand. At this stage this does not matter as long as your child is able to hit it over the net to begin a rally. 20

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5 3. Task. Try to play a continuous rally and keep the score of the number of hits made before the rally breaks down. Do this several times and each time try to improve your score. Comment. During this rally try to hit the shuttle accurately to your child because success in rallying is an important factor in developing interest in the game. In doing this, aim the shuttle so that your child is compelled to hit it sometimes above his head and sometimes from below the waist. In this way you provide him with the experience of hitting from above his head and below his waist from both sides of his body. 4. Task. Play a game of 11 or 15 points. Comment. Explain the purpose of the game (see p. 15). The features in a game are:- (a) how to begin. (b) how to score. (c) how to conclude the game. A game is made up of a number of rallies. The player who wins the most rallies will win the game. Each rally begins with the serve. The serve is like a ritual and is a very important part of the game:- (a) take your stance in the service court. (b) check to see whether your opponent is ready. (c) take your time and serve the shuttle into your opponent's court. If any difficulties occur consult the official laws at the end of the book. Advice to parent During the game try to move the child around the court. Hit the shuttle to the open spaces. Do this so that he can attain some success in returning the shuttle over the net. In any activity, if the game is too difficult the child becomes frustrated; if it is too easy he becomes bored. It is up to the parent to use his skill to make the game challenging and yet possible for the child to achieve success. With a young child it is sometimes sound to let the child win. People differ in their views on this but consider how the child must feel if he can never achieve success against the parent. Comment on the lesson. At the end of the lesson your child should have attained a certain degree of competence in hitting the shuttle. He will have experienced hitting the shuttle from a position in space above his body and from a position in space near the ground. Those shots played from above are called OVERHEAD strokes, Those shots played from near the ground are called UNDERARM strokes. (see plates 3 and 4). The child will also have experienced hitting the shuttle from a position in space on the right side of his body and from the left side of his body. Those strokes played from the right are called FOREHAND strokes. This is because on the right side of the body the person hits with the front of the hand, his palm. On the left side of the body the player takes his arm across his body and goes to hit as if with the back of his hand. This is the backhand side and the strokes are accordingly called BACKHAND strokes. 22

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7 Plate 4. An underarm stroke 23

8 To sum up:- the first lesson has involved experience of overhead and underarm forehand and backhand strokes. The description emphasises the point in space from where the shuttle is hit. See illistration below. Lesson 2 Aims. - to learn the grip for the forehand and backhand strokes. - to learn the ready position. - to play forehand and backhand strokes from overhead and underarm positions. - to play a game. The lesson 1. Practise rallying for 5-10 minutes. Comment. During the rally hit the shuttle to your child so that he must play shots from above and below, and also from the right and left sides of his body. 2. Task. Play a rally. Find one grip on the handle for shots from the right side of body and another grip for shots from the left side of the body. Comment. The grip should feel comfortable and yet give control in hitting the shuttle. During the rally play about five consecutive shots to the right of the child and the same to the left of the child. The child is thus given the opportunity to find an appropriate grip. The two grips are the FOREHAND grip and the BACKHAND grip. For shots on the right side of the body, the child should use the fore-hand grip with his palm behind the handle of the racket. For shots on the Left side of the body, he uses the back-hand grip with the flat of the thumb behind the handle of the racket. (see plates 5 and 6). 3. Play another rally. This time hit the shuttle to the right and left sides of your child. Task. Find a position to hold the racket which allows you to play shots with equal ease from both sides of the body, and also allows you to change the grip quickly. Comment. If this is difficult give your child more time by playing a few consecutive shots to each side of his body, and above and below. The position which gives the freedom to do this is one facing the opponent with the racket held comfortably in front of the body. (see plates 7 and 8). 4. Play a rally and hit the shuttle above and below and to the right and left of your child. 24

9 Plate 5. Forehand grip-palm behind handle 25

10 Plate 6. Backhand grip-thumb behind handle, palm on top 26

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13 Task. Can you change the grip to play shots from right and left sides of your body and return to the ready position before the next shot? 5. Task. Play a game. Comment. In the game hit the shuttle to the four basic spaces around your child, i.e. above and below, and right and left. Comment on the lesson During the lesson the child will have acquired more competence in hitting the shuttlecock. He should also have learned the forehand and backhand grips, and the ready position. The correct grip provides comfort, ease of hitting and control over the racket head. The ready position allows him to move easily to shots on the right and left sides of his body. He has now experienced overhead and under arm forehand strokes and backhand strokes. Lesson3 Aims. - to improve competence in playing forehand and back-hand shots. - to hit the shuttle with the racket head above the level of the wrist. - to hit the shuttle with the racket head below the level of the wrist. - to hit the shuttlecock from high positions and low positions. - to learn to serve. - to play a game. The lesson 1. Rally for about 5-10 minutes. Comment. Hit the shuttle to the spaces around the child's body. Allow him time to practise the grip and the ready position. Remind him if necessary. 2. Task. (a) Play a rally and find out whether it is easier to hit the shuttle from the right side of the body by facing the shuttle or by turning to the right. (b)try the same task on the left side of your body. Comment. Aim the shuttle so that your child has to perform overhead and underarm strokes. A player requires space to allow his racket to hit the shuttle. Space is created by turning the body to the left or the right. Try this out. Take your right arm across the body as though to play a backhand stroke. You will find that your trunk is in the way. Turn your trunk to left and you will have freedom to move the arm on the backhand side. (see plates 9 and 10). 3. Task. Find ways of starting the rally from a stationary position. Do this by hitting the shuttlecock from below the level of the waist and with the racket head below the level of the wrist. 28

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16 Plate 11. Ready to serve Comment. At the beginning of each rally in a game one player starts the game by hitting the shuttle upwards over the net towards the opponent's service court. This stroke is called the SERVE. A SHORT SERVE is the name given when a shuttle passes low over the net into the opponent's court. A HIGH SERVE is when a shuttle travels high to the rear of the opponent's court. Take turns to serve the shuttle to each other. Do this from the forehand and backhand sides of the body. (see plates 11 and 12). 4. Task. Play a rally. Each time that you hit 10 consecutive shots between you, score one point. When you reach a total of 5 points stop and go on to the next task. Comment. During the rally turn to the right or left for forehand and backhand strokes when you think it is necessary. 5. Play a rally : Task. (a) Find ways of hitting the shuttle with the racket head higher than the wrist. (b) Find ways of hitting the shuttle with the racket head lower than the wrist. Comment. Begin with your child in the ready position with his racket in front of the body and head of the racket held higher than the wrist. Hit the shuttle to his right and left sides above and below his wrist. (see plates 13 and 14). 6. Play a rally. Task. Can you turn to the right and the left when necessary during the rally whilst hitting the shuttle with the racket held higher than the wrist or lower than the wrist: 30

17 7. Play a rally. Task. How high can you reach to hit the shuttle? Try to find ways of doing this on the forehand and backhand sides. Comment. This task is designed to develop maximum reach above the head when hitting the shuttlecock. It is a sign of good technique in many overhead strokes. Task. How near the ground can you let the shuttle fall before you hit it? Try to find some ways of doing this on the forehand and backhand sides. Comment. This practice is designed to develop control and variations in hitting low shots. 8. Task. Play a game. Commence the game and begin each rally in the game with either a low serve or a high serve. Comments on the lesson There are more tasks set in the lesson. If it is not possible to complete them all in one session, then take several sessions to go through the lesson. These tasks are designed to develop variations in hitting the shuttle; to improve technique and to emphasise some basic features of the game. The child will learn:- (a) to make space by turning and so improve hitting ability. (b) to make full use of his reach for overhead shots, (c) to develop variations in hitting by using the racket from above and below his wrist. (d) to perform the basic service action. Plate 12. Ready for the backhand serve 31

18 Plate 13. Stroke played with the racket head above level of wrist 32

19 Plate 14. Stroke played with racket head below level of wrist 32

20 Lesson 4 Aims. - to control floor space. - to emphasise travelling and to establish the central base. The lesson 1. Rally for about 5-10 minutes. Comment. Allow the child time to remember and practise the work of the previous lessons, i.e. grip, turning, reaching and using the racket above and below the wrist. Remind him of these factors one by one during the rally practice. Do not remind him of them all at once otherwise he may become confused to the detriment of his performance. 2. Task. (a)find a position on the court which allows you to reach all parts of the court with equal ease. (b) Rally and, during the rally, try to return to this position after each shot so that you are ready for the next shot. Is this position suitable? Comment. The position is usually in the centre of the court. This is called the CENTRAL BASE. This position allows the child to cover all parts of the floor space and to control the air space. (see page 20). During the rally hit the shuttlecock to the corners of the court to move the child away from his central base. Look to see whether he does return to his central base ready for the next shot. Give him time to do this and do not make the shots too difficult. 3. Task. Play a CONDITIONED game. Comment. A conditioned game is the description given to a game in which we impose certain conditions or rules to ensure that the game is played in a certain way. Usually we condition the game to ensure that the child has to use those ideas in the game that he has worked on in the lesson. In this lesson the child has worked on travelling and returning to the central base. We want to ensure that he practises this until it becomes a normal part of his game. The game is played as follows:- Play a normal game according to the established rules except for one condition, i.e. each time the child fails to return to his central base after playing a shot he loses the point. Comment. This is difficult if the game is played very quickly so hit the shuttle to allow time for the child to return to his central base. It might be helpful to draw a chalk circle on the court for the child to return to very briefly before he moves for the next shot. 4. Task. Play a normal game. Comment. In this game move the child around the court still playing shots which allow him time to return to his base. He may not do this each time in the normal game for now the emphasis is on winning and practices do tend to be forgotten. however, constant work and conditioned games which stress the central base will gradually lead to an improvement 33

21 Lesson 5 Aims. - to learn to use space. - to control the distance the shuttle travels beyond the net. - to control the height the shuttle passes above the net. The lesson 1. Rally for 5-10 minutes. Comment. Practise some of the ideas from the previous lessons. Stand in the central base in the ready position. Play shots with the racket above or below the wrist. During the rally move the child around the court by hitting the shuttle just over the net or to the rear of the court and to the sides. Try to move the child from his central base and remind him to return to the base in between each shot. 2. Stand in your central base ready to begin:- Task. (a)find ways of hitting the shuttle so that it travels a long distance into the opposite court. (b) Find ways of hitting the shuttle so that it travels a short distance into the opposite court. Comment. The emphasis is on the distance the shuttle is hit. During the rally aim the shuttle so that your child has to hit it from high and low positions. 3. Task. Rally and find ways of hitting the shuttle so that it passes high in the space above the net or very low in the space above the net (skims the net). Comment. This practice emphasises the use of height in hitting the shuttle from one end of the court to the other. During the rally, move your child around the court so that he has to complete this task whilst hitting the shuttle from overhead and underarm forehand and backhand positions. 4. Task. (a) Rally and try to combine two uses of space. 1. High above the net. 2. Low above the net. 3. A long way over the net. 4. A short way over the net. Find out what the different combinations cause your opponent to do. (b) Do this from the rear court, mid-court, and the forecourt, from overhead and underarm positions. Comment. This is simply an experimental exercise and involves some discussion. To complete the task successfully involves the use of a number of shots. The child will experience the following strokes: 1. OVERHEAD FOREHAND and BACKHAND CLEAR-shuttle hit from an overhead position to pass high above the net and travel a long distance into the court. 2. UNDERARM FOREHAND and BACKHAND CLEAR-shuttle hit from an underarm position to pass high above the net and travel a long distance into the court. 34

22 3. DROPSHOT-when the shuttle is hit from an overhead position to pass low over the net and land near to the net. 4. UNDERARM LOW RETURN-when the shuttle is hit with an underarm stroke to pass low over the net and land near to the net. 5. Task. Play a game. Comment. During the game try to move each other away from the central base by hitting shuttles which land near the net or near the rear court. Comments on the lesson The child will have acquired a number of new strokes simply by trying to use the air space in the court in these various ways. There is much work in this lesson and the lesson may require repeating several times before the child can successfully use all these ideas. Lesson 6 Aims. - to learn to control the speed at which the shuttle travels through the air, i.e. slowly or quickly. - to control the trajectory of the shuttle flight, i.e. upwards or downwards. The lesson 1. Rally for 5-10 minutes. Practise the variations in the use of space (distance or height). Do this with the racket head higher than or below the level of the wrist. 2. Task. Rally and find some ways of making the shuttle travel either slowly or quickly through the air. Comment. This task is designed to give control over the shuttle speed and to alter the production of the stroke i.e., the way the shuttle is hit. For example when the child tries to make the shuttle travel quickly through the air, he usually hits the shuttle with a quicker action. This gives the impression of a crispness in the stroke for he uses less movement in his action. The idea of making the shuttle travel slowly through the air usually results in a slower smoother action. The child will use a longer smoother action for strokes which send the shuttle a long way; and a smooth action with less force applied to a shuttle which lands close to the net. 3. Task. Play a conditioned game. Condition:- The child must hit the shuttle to travel either quickly or slowly through the air. If he hits more than two quick or slow shuttles in succession he loses the point. Comment. The game is conditioned to force the child to make a conscious attempt to vary the speed of the flight of the shuttle. Be very strict in the observance of the condition. 35

23 Plate 15. Upward hit from an overhead position 4. Task. (a) Find ways of hitting the shuttle upwards using underarm and overarm strokes. Comment. To do this the child has to learn to control the head of the racket. For to hit the shuttle upwards the racket face must be pointing upwards at the moment of impact with the shuttlecock. (See plates 15 and 16). The force is applied the shuttle in an upward direction. Plate 16. Upward hit from an underarm position 36

24 (b) Find ways of hitting the shuttlecock downwards. Comment. The child must now apply the force to the shuttle in a downward direction which means that he must make certain that the face of the racket points downwards on impact with the shuttle. This shot can only be per-formed with the racket head above the wrist and from a position higher than the level of the net. (see plate 17). 5.Rally. Task. During the rally try to combine these various ideas. The ideas are:- to make the shuttle travel quickly or slowly in an upward or a downward direction. Can you make it travel slowly downwards or upwards? Can you make it travel quickly downwards or upwards? Comment. The sort of combination will depend on the position of (a) where the child is, (b) where the shuttle is. For this reason once again hit the shuttle to various places on the court to give the child a wide experience of the different shots. During this practice he will add to his strokes (see page 38 for the full range of basic strokes). The SMASH. The shuttle is hit with an overhead stroke to travel quickly downwards. The DAB SHOT. The shuttle is hit with the racket head up, from near to the net to travel quickly downwards. The NET SHOT. The shuttle is hit with the racket head below the wrist to pass low over the net and land near to the net. In addition he will perform other strokes already mentioned, i.e. clears from overhead and underarm positions. Plate 17. Downward hit 37

25 The emphasis is on the speed of the shuttle flight and consciously hitting upwards and downwards. 6. Task. Play a game. Comment. During the game try to make use of changes of speed to outwit your opponent and win the game. Comments on the lesson The child will have acquired competence in controlling the flight of the shuttle. He should also be able to direct the shuttle on an upward or downward trajectory. To do this requires control of the racket head and a knowledge of where the face of the racket is in relation to the shuttle-cock. 38